Game Sense and

TGfu

(Teaching games for understanding)

What is Game sense?

Game sense is defined as a part of TGfu, which expands to teaching games
for understanding. Game sense allows students to be the primary focus and is
student based. The pedagogy of teaching game sense includes inquiry-based
learning for the students, which motivates them in authentic learning and
actively engaged in making meaning through this approach (Russell-Bowie,
2015, p.8). The main reason why 1B use game sense is so that all students
are involved. It is also important for students to create meaning to what they
are doing (Silverman, 2011, p.29). This means that while doing a game sense
activity, it allows the students to use problem-solving to evaluate what they are
doing and achieving. This helps break down the activity so that the children
will understand the purpose and meaning to what they are participating in (a
video at the bottom of this slide will demonstrate problem-solving through
game sense). The purpose of game sense is to change and eliminate rules
from previous games such as ball games, bulrush, soccer and volleyball and
making a new and fun game. Game sense aims as stated in Week 2 lecture
explains that it brings greater levels of motivation and encouragement and is
inclusive, as no matter the ability or knowledge the students has, the game
will be modified to suit the needs and wants of the students.

The benefits of using game

sense in our classroom
A study done by Pill (2016) states, from
research conducted it has shown that students
were achieving greater will use game sense. He
explains that students were contributing positive
attributes of motivation and learning throughout
PDHPE with using game sense (pp.292-293).

How game sense is used

throughout the Year 1 Busy
Bats
Fundamental movements skills are one key element that1B
have been focusing on this term. These movements skills
include skipping, hopping, galloping, overhand throw, rolling
and kicking. We first learn these skills so we can build our
understanding and knowledge. Examples of game sense
activities that 1B have modified and played are games such
as tunnel ball. We have modified this game into two separate
game sense activities. One Example of these games is
where students use their tunnels that they have made and
created using cardboard, then they will place a bottle at the
end of the tunnel. The aim of this game is to roll the tennis
ball through the tunnel and knock down the bottle at the end.
Once the student has rolled, they must then skip or gallop to
collect their ball. Throughout this game, we stop and reflect
and discuss problems and issues and how we can fix them
and change it.

Rational for teaching PDHPE and

its strengths of game sense

The rationale of game sense is to let students be a part of their learning, by creating meaning and
other factors such as problem-solving. Game sense is important in teaching as it brings something
different to what students already know, this makes it interesting. It is important as the game can be
changed in creating something new for all students. Teaching game sense at first can be hard as
students can get confused, as they mix it up with the original origin of the game. They can also be
confused as it is their first time learning and playing that activity. This is where inquiry-based learning
comes to allow students to ask, discuss and reflect on what they can change to create a better game.
Therefore, even though it can first be a struggle, when students understand game sense it creates
benefits for them including motivation and cognitive learning (Pill, 2016, p292).
The strengths of teaching game sense to my students are so that they can developed knowledge,
skills and understanding from the key learning aspects of the K-6 Personal Development, Health and
Physical Education (PDHPE) syllabus. Please read the foundation statements on page 14 for Stage 1.
Link: http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-432b-8ce5122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES
The purpose of using game sense is to allow students to achieve the outcomes and indicators of the
PDHPE syllabus to ensure that they understand that level of Stage 1. Game sense contributes to
developing the Stage 1 outcomes and indicators, as well as problem-solving outcomes and indicators.
By using game sense activities, it encourages students to be involved in their learning.

As stated throughout these

slides, the importance of
skills and problem-solving by
teaching game sense,
students will achieve the
Stage 1 outcomes of skills.
By teaching and using game
sense activities and
connecting it will teaching and
understanding, the students
will be able to meet these
outcomes (Board of Studies,
2007).

Reference List:
Board of Studies, NSW. (2007). Personal development, health and
physical education K-6: Syllabus. Sydney, Australia: Author.
Pill, S. (2016). An appreciative inquiry exploring game sense teaching
in physical education. Sport, Education and Society, 21(2), 279297.
Russell-Bowie, D. (2015). MMADD about the arts: An introduction to
primary arts education (4th ed.). Frenchs Forest, Australia: Pearson
Australia.
Silverman, S. (2011). Teaching for Student Learning in Physical
Education. Journal Of Physical Education, Recreation & Dance, 82(6),
29-34.